Explores different perspectives on self-directed learning and finds that the current theme is focus of attention on the self-directed learner and less on the process. Argues that the key element is reflection and suggests ways adult educators can foster self-direction. (SK)

Describes an accelerated bachelor of science in nursing (BSN) track that meets the learning needs of diverse student populations. Indicates that adult learners form cohesive student cohorts and produce strong graduates. (JOW)

Through a strong program of bibliographic instruction, the adult learner can take advantage of many learning experiences and environments to become a true lifelong learner. The University of Evansville incorporates bibliographic instruction into its adult education program to give students information literacy. (JOW)

The Older Students Research Group (OSRG) was formed in the United Kingdom Open University in 1981 to examine the educational implications of an aging population, to look at older students, and to evaluate the potential of distance education as a mode of study for older learners. (Author/JOW)

In distance learning, the persons or institutions that provide instruction are separate in place and/or time from their learners. A range of teaching-learning relationships is involved, from largely self-directed to highly organized. Through a variety of communications media, instructors and students carry on a dialog that traditionally occurs…

British research on adult student retention/noncompletion reached the following conclusions: clear, reliable data are lacking; funding models ignore nontraditional students; and reasons for withdrawal are complex and interrelated. Keys to better retention are good student-staff relations and personal and academic support for learners. (SK)

Survey responses from 665 adults attending classes in Boston, England, indicated that 80% attend 1 class per week; many were willing to travel reasonable distances; 32% were aged between 16 and 24, the largest age group; and 40% had earned no additional qualifications since leaving school. (SK)

Collaborative learning proved to be a key strategy in overcoming fear of math and developing adult numeracy skills. Working in groups enabled sharing, discovery, and reflection on the learning process in a confidence-building atmosphere. (SK)

Discusses David Kolb's four learning styles as they relate to adult learners. The four styles are the converger; the diverger; the assimilator; and the accommodator. Looks at the learning styles as they pertain to a first-year composition course. (JOW)

Rules for designing distance degree outreach materials for adult learners include adopting a positive attitude, realizing that money matters, recognizing college as a career quest, providing easy and responsive access, and providing a preparatory academy. Practical considerations include assessing current materials and involving frontline…

ORID is a structured questioning strategy including Objective, Reflective, Interpretive, and Decisional questions that has emerged as a successful adult teaching-learning technique. The ORID builds upon the tradition of the group discussion teaching method by including both the affective and cognitive domain and gives structure and substance to a…

Used qualitative research design to apply role exit theory to adult women students (n=221) undergoing life transition. Findings suggest that role of student for these women is transitional one. Student role appeared to be bridge to new role and women used it to complete role exit process or to bring closure and deal with respective life…

Test anxiety manifests itself through physiological, emotional, and psychological processes. Teachers can help adult learners by emphasizing cooperation, not competition; continuous assessment, not end-of-course exams; ongoing profiles, not summative reports; and feedback rather than grades. (SK)

Health-care professionals in a degree program (n=54) averaged 60% on a mathematics test and expressed lack of confidence in their math ability. They most frequently described math in school as "frustrating." (SK)

Responses from 105 of 200 chief academic officers found the following: 49% had adult degree programs, only 40% had mission statements focusing on adult education, 87% grant credit for prior learning, 85% allow part-time degree completion, only 17% offer nontraditional delivery methods, and only 29% offer assistance to nonnative speakers of…